Project CIRRUS Expertise Center Sustainable Business Operations 1 The CIRRUS approach Sustainable Development introduction in engineering education by complete integration throughout the study as a whole

Project CIRRUS Expertise Center Sustainable Business Operations 2 sustainability as key competence a sustainable future only if it is an essential part of economic and societal activities and therefore used as a set of criteria for present and future development in all fields part of the ‘mindset’ for all professionals it must become a part of education for all not just a specialist subject for a small group

Project CIRRUS Expertise Center Sustainable Business Operations 3 essentials for sustainable competence attention for planet, people and (broader) profit (eco-efficiency, equity and actual needs to be fulfilled) system approach (total production chain, coherence of technical - cultural - organisational factors, needs are fulfilled by links of activities) view on trends and a future to be attained (consequences of growth, depletion, cultural changes and possible paths to deal with those: backcasting) role of technological development (understanding the past and projecting to the future)

Project CIRRUS Expertise Center Sustainable Business Operations 4 requirements for education students have to acquire the capabilities to be an able professional the essentials of sustainable development which requires the competence for a multidisciplinary view regarding problems and solutions willingness and capabilities for cooperation an attitude aimed at “sustainable thinking and doing”

Project CIRRUS Expertise Center Sustainable Business Operations 5 the CIRRUS “T-model” attitude and vision for sustainable solutions interdisciplinary and system approach introduction and setting the framework for sustainability concepts and integration of issues broadening and integration in-depth knowledge, tools and insight integration within tasks, applications and projects specific issues per subject and curriculum activity exercising readiness and abilities

Project CIRRUS Expertise Center Sustainable Business Operations 6 learning goals a list of specific themes, issues and subjects is drawn up to be able to evaluate existing curricula and determine supplementary issues an subjects assess the quality of the total study judge progress of the students

Project CIRRUS Expertise Center Sustainable Business Operations 7 learning goals themes and some issues discussed background oriented (environment, resource, policy development, scenarios, history of technology and its impacts) system oriented (evaluation and design tools, business management aspects, enabling technologies) human and society oriented (relation and role of the various actors, cultural aspects, consumer behaviour, rebound effects, assessment methods)

Project CIRRUS Expertise Center Sustainable Business Operations 8 adapting the curricula stepwise inventory and plans for adapting the study year by year integration in the various subjects and modules ‘only’ separate course and projects for  introduction  ‘linking’ the different issues treated elsewhere  to train for multidisciplinary approaches PGO and projects with strong sustainability component ~ 5% time ‘explicitly’ for sustainability

Project CIRRUS Expertise Center Sustainable Business Operations 9 practical steps for introduction all lecturers basic training in sustainable development issues & background information for their subjects core team broad and in-depth expertise outsider experts external courses advisor compagnies literature designers chemists etc. energy specialists

Project CIRRUS Expertise Center Sustainable Business Operations 10 development of teaching materials aimed at introduction background information / “Toolboxes” for lecturers introduction in own subjects and courses for students as support in PGO introduction specific subjects no separate ‘Sustainability course’ materials there is enough already focus on “how to use them” !

Project CIRRUS Expertise Center Sustainable Business Operations 11 conclusions and recommendations total integration is possible, rewarding and in our view essential involve lecturers as much as possible, from the start a clear set of ‘learning goals’ is essential a minimum amount of time has to be set to be spent on sustainabale issues inspire the staff, supply supportive materials works more effective than giving directives